C OMPREHENSIVE L ITERACY R EFORM : I NCREASING O PPORTUNITIES TO L - - PowerPoint PPT Presentation

COMPREHENSIVE LITERACY REFORM: INCREASING OPPORTUNITIES TO LEARN

FOR ALL CHILDREN

Nonie K. Lesaux, PhD Harvard Graduate School of Education August 25, 2014 Joint Meeting, Legislative Finance Committee and Legislative Education Study Committee Las Vegas, NM

TODAY’S AGENDA: THREE GUIDING QUESTIONS

• 1. How did we come to a comprehensive plan

for improving children’s learning outcomes?

• 2. What do we know about language and

literacy development among diverse populations?

• 3. What are the key strategies for increasing the

quality of children’s language and learning environments?

33% of children, ages 0-5, live in poverty 22% of children and youth are children of immigrants 52% of children age 3 to 5 enrolled in early education and care

GROWING UP IN THE U.S.

26% of children, ages 0-5, live in poverty 24% are children of immigrants 60% of children age 3 to 5 enrolled in early education and care

U.S. Children…

FOURTH GRADE READING PROFICIENCY IN NEW MEXICO

22% 17% 7% 15% 3% 10 20 30 40 50 All children Latino American Indian Eligible for free

• r reduced

price lunch English language learners

NM 4thGraders Who Scored At or Above Proficient 2013 National Assessment of Educational Progress

National Center for Education Statistics

High-Speed Trains A type of high-speed train was first introduced in Japan about forty years

• ago. The train is low to the ground, and

its nose looks somewhat like the nose of a jet. These trains provided the first passenger service that moved at a speed

• f one hundred miles per hour. Today,

they are even faster, traveling at speeds

• f almost two hundred miles per hour.

There are many reasons that high-speed trains are popular.

“-igh family” high sigh thigh 115+ words correct per minute (grade 5) 4 sounds, 1 word: /s/ /p/ /ee/ /d/ Understanding of language Cognitive strategies Relevant background knowledge Interest and motivation Vocabulary /H/

WHAT IS READING?

“-igh family” high sigh thigh 115+ words correct per minute (grade 5) 4 sounds, 1 word: /s/ /p/ /ee/ /d/ Understanding of language Cognitive strategies Relevant background knowledge Interest and motivation Vocabulary

/H/

Code-based skills Meaning-based Skills

High-Speed Trains A type of high-speed train was first introduced in Japan about forty years

• ago. The train is low to the ground, and

its nose looks somewhat like the nose of a jet. These trains provided the first passenger service that moved at a speed

• f one hundred miles per hour. Today,

they are even faster, traveling at speeds

• f almost two hundred miles per hour.

There are many reasons that high-speed trains are popular.

TWO DIFFERENT PROBLEM SPACES

CHANGING TEXT DEMANDS

High-Speed Trains A type of high-speed train was first introduced in Japan about forty years

• ago. The train is low to the ground, and

its nose looks somewhat like the nose of a jet. These trains provided the first passenger service that moved at a speed

• f one hundred miles per hour. Today,

they are even faster, traveling at speeds

• f almost two hundred miles per hour.

There are many reasons that high-speed trains are popular. The Train Trip I like to ride the train. I can walk all around the train car whenever I want. Economic and Governmental Forces: Their Impact

• n American Railroads in the Twentieth Century

And so began one of the biggest populist campaigns ever seen in America – the crusade to harness the railroad robber barons. Before long, that drive had spread to Washington where in 1887, Congress legislated not out of reason but out of fear to create the Interstate Commerce Commission. Remember that in the days of a relatively powerless federal government, the railroad industry budget was many times the size of the federal budget.

Grade 5 Grade 1 High School

Percentile Rank

Age 4.5 Age 8 Age 14 Age 14

10 20 30 40 50 60 70 80 90 100

National Rate of Growth_Word Reading: 135 W-score Points Sample Rate of Growth: 145 W-score Points National Rate of Growth_Vocabulary: 45 W-score Points Sample Rate of Growth: 60 W-score Points Mancilla-Martinez & Lesaux, 2011

The Gap Between Word Reading & Word Knowledge

Word Knowledge Word Reading National Average

3 LESSONS LEARNED

What does this mean for our learners?

WHAT DOES THIS MEAN FOR OUR LEARNERS?

The Key Link Between Reading & Language Development Thinking Past “Proficiency” Strong and Supportive Interactions Across Contexts

UNPACKING A COMPREHENSIVE PLAN

What are key strategies for increasing the quality of children’s language and learning environments?

COMPREHENSIVE LITERACY REFORM

Increase the quality of children’s language and reading environments across the many settings in which they are growing up, from birth to age 9

Program Design & Implementatio n for Impact Ongoing Assessment

• f Children &

Settings

Re-Defined Adult Capacity- Building Models

Language- Rich, Rigorous, and Engaging Curricula Partnerships with families focused on language & learning

Turning the Page: Refocusing Massachusetts for Reading Success, Lesaux et al.

ENSURE PROGRAMS ARE DELIVERED WITH

SUFFICIENT INTENSITY, DURATION, AND SCOPE (BEFORE SCALING UP)

Dosage: Are we doing enough to change behaviors? Implementation: Are we really delivering the program or support? Timing: Are we preventing difficulties and raising literacy rates? Key Ingredients: What’s working?

CONDUCT EARLY, ONGOING ASSESSMENTS OF

CHILDREN’S LANGUAGE AND READING, AND THE QUALITY OF SETTINGS AND SERVICES

Comprehensive: Measurement across literacy domains Setting-level: Measure quality and impact

INCREASE ADULTS’ CAPACITY TO ASSESS

AND SUPPORT CHILDREN’S LANGUAGE AND LITERACY DEVELOPMENT

Foster instructional leadership Ensure site-level, data-driven, continuous improvement

Supporting Children’s Literacy Development

Expand professional education

We can’t confuse curricula with good teaching But we can support good teaching with high-quality, comprehensive curricula

Use Language-rich, rigorous, and engaging literacy curricula

KNOWLEDGE-BUILDING LITERACY INSTRUCTION

Develop Academic Content Knowledge by Studying Big Ideas Develop Academic Vocabulary Knowledge by Studying a Small Set of Words Deeply Unlock Language by Developing Word-Learning Skills Extend Learning with Language Production Projects

Big Idea

• r

Question

• 1. Build relationships

with all families

• 2. Share literacy progress
• 3. Encourage families to

read, talk, and play

PARTNERSHIPS WITH

FAMILIES

FOCUSING EFFORTS: 3 BROAD TYPES OF INITIATIVES

Book drive High-Quality PreK experience Retention

Warm feelings, more books in the home Bump in achievement, higher vocabulary Bump in achievement No evidence of effects

• n its own

Reduced rates of SpEd; higher achievement Fade-out of academic gains; social problems, increased; drop-out rates

• 1. Raising

Awareness

• 2. Structural

Changes

• 3. Capacity

Building

Type Short-term Impact Long-term Impact Example

STRUCTURAL V. CAPACITY-BUILDING LEVERS: A CAUTIONARY TALE

School Response

• Grade

retention Likely Outcome

• Limited effects
• Long-term

costs

School Response

• Provide

targeted, timely intervention Likely Outcome

• Strong effects
• Long-term

benefits

Child experiencing academic or behavior difficulties

Capitalize on attributes & resources Elevate the bar for children at every reading level Increase individual & societal prosperity

Improving Reading in NM